UWEC Physical Education Lesson Plan

A. Lesson Information
Name(s):Halley, Micah, Kirk Teaching Date: 3-27-13
School/Grade: UWEC Class Size: 12
Unit/Lesson Focus: Latin Dances
Equipment: Ipod docking station, Ipod
B. Student Performance Objectives (SPOs): What should students be able to do as a result
of this lesson? Please list and number each one separately, beginning with TSWBAT.
Additionally, each objective should include a behavior, criterion, and condition.
Psychomotor
TSWBAT perform various traditional salsa steps, including the basic step, side to side, side
step, and open step throughout step tutorial
TSWBAT perform traditional salsa turns including the right turn, triple turn, cross body lead,
and slingshot throughout turn tutorial
TSWBAT combine the various salsa skills to be able to perform a full dance during the
culminating dance activity
Cognitive
TSWBAT
TSWBAT
TSWBAT
Affective
TSWBAT work well together by respecting each others personal space during all
activities and games as well be honest and fair during the culminating activity
C. National and State Standards: Include number and text.
Standard 1: Demonstrates competency in motor skills and movement patterns
needed to perform a variety of physical activities.
Standard 2: Demonstrates understanding of movement concepts, principles,
strategies and tactics as they apply to the learning and performance of physical
activities.
Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
Standard 5: Exhibits responsible personal and social behavior that respects self and
others in physical activity settings.
D. Language Demands: Describe the language demands (written or oral) students need to
understand and/or use to successfully participate in the tasks. Highlight critical vocabulary
that will be reinforced in the lesson.
basic step
side to side
side step
open step
right turn
triple turn
cross body lead

F. Set Induction: How will you introduce the lesson? What questions will you ask? Why are
these skills important to learn? Can you connect it back to something they already know? Be
creativethis is your chance to sell them on this lesson!
Time: 12:00-12:02
Description: The term Salsa dancing was coined in the 1970s in New York, but the actual
UWEC Physical Education Lesson Plan
dance came about in the 1920s with its origins coming from traditional Cuban dances. The
Salsa dance is primarily a partner dance, meaning that two partners dance coordinated
together, but differently than a group. There are however some variations of Salsa line
dances, however we will not get into any of those today. The salsa dance is a very popular
social dance in many countries, however primarily throughout the Caribbean, Central
America, South America, and North America.
Transition (equipment/students): We will now get into our warm up game

G. Warm-Up Activity
Time: 12:03-12:07
Description (What is the activity? Who will demonstrate?): Salsa Dance Freeze Tag: Our
warm up activity will be a variation of freeze tag. When you are tagged you will dance in
place doing the basic salsa step forward and backward until a partner joins you and
performs two steps in sync with you, then you are back into the game. (We will demonstrate
the basic salsa forward and backward step and demonstrate joining a partner) The step
does not need to be perfect as we will be working on it later in the lesson. We just want to
get used to the motion and get warmed up.
Safety: Students need to be aware of surroundings so as to not bump into each other and
students need to be tagging safely.
Checks for Understanding: What happens when you get tagged? How do you get back into
the game?
Diagram:
Adaptations (for students with special needs): N/A
Transition (equipment/students): Now we will need everyone to grab a partner
H. Salsa Steps
Time: 12:08-12:15
Description (What is the activity? Who will demonstrate?):

Students will be split up so they all have partners, decide which partner is going to be the
lead and which will be the follower, and be shown the correct hand positions. Then they will
be taught the basic salsa steps which they will practice with their partner.
- (lead) The basic step is an 8 count step where the first 4 steps are forward with the
left, in place with right, back to starting position with the left, then resting on the
fourth. The next 4 steps are back with the right, in place with the left, back to
starting position with the right, then resting on the eighth count.
(follow) The follow steps are the exact same, except the dancer starts on count 1
where the lead starts on count 5, with the backwards right step. Then on count 5 the
follower does the 3 step starting with the left forward.
After the 8 counts the basic step then repeats
Students will then learn and practice the side to side step
- The side to side is also an 8 count step. The steps are the same for both partners
where partners begin by stepping with their left foot at a 45 degree angle to the
right, in place with their right, in place with their left, then resting for the fourth
count. Then beginning on the fifth count partners take a step at a 45 degree angle to
the left right their right foot, in place with their left, in place with their right, then
resting on the eighth count.
After the 8 counts the side to side step repeats until the partners wish to resume the
basic step.
Students will finally learn and practice the open step
UWEC Physical Education Lesson Plan
- The open step is done simultaneously and is done during the first four counts of the
basic step. Partners break outside hands (right for the lead, left for the follow) and
step with their inside foot (left for the lead, right for the follow) perpendicular to
their normal step on count 1. For count 2 they step in place with their outside foot,
bring their inside foot back in on count 3, and then rest on count 4. For the final 4
counts they resume the second half of the basic step. Basic step then resumes.
Safety: Students need to be aware of surroundings so as to not bump into each other
Checks for Understanding: how many counts is the basic step? What about the other two
steps?
Diagram:






Adaptations (for students with special needs): N/A
Refinements (cues): Basic Step, Side to Side, Open Step
Extensions (upward/downward):
Down dont be afraid to look at your feet if youre having trouble
UP- try not to look at your feet
UP- rock your arms with the music
UP- rock your hips with the music
Applications: Try and transition between the steps without getting off tempo
Informal/Formal Assessment: what do you think some strategies would be to make it
easier to stay in time? What are some strategies for making the transitions between steps
easier?
Transition (equipment/students): We will now work on some turns
I. Salsa Turns
Time: 12:15-12:30
Description (What is the activity? Who will demonstrate?):
Students will remain with their partner. They will then learn and practice the right turn.
- The Right turn is an 8 count move. For the first 4 counts both partner do the first 4
counts of the basic step, however when the lead partner takes their first step on
count one they raise their left hand (with their partners right). This is to let the
follower know that they will then do a right turn during the next 4 counts. For the
next 4 counts the lead partner continues with the basic step but continues to keep
their left hand raised while disconnecting their right hand and only bringing hands
back to the starting position on count 8. The follower (while dropping their left hand
and keeping their right hand connected) will take a step forward on count 5 with
their left while rotating 180 simultaneously, will take a step in place with their right
on count 6, and will bring their left foot back to starting position on count 7 while
rotating once again 180 degrees, and resting on the 8 count with hands back
together. Basic step then resumes.
Students will then learn and practice the cross body lead
- (lead) The cross body lead is an 8 count move where the first 4 counts will consist of
a step forward with the left, a step to the side with the right, a step to the right with
the left foot while turning perpendicular to your partner, and a rest on 4. The next 4
counts consist of a step in place with the right foot, a step in place with the left foot,
UWEC Physical Education Lesson Plan
a turn step with the right making you in line with your partner again, and a rest on
count 8.
(follow) For the first 4 counts the follower does the first 4 counts of the basic step.
Then for the next 4 counts they take a step forward with their left, a step forward
with their right foot that crosses over their left, then a step with a 180 degree turn
with their left foot that brings their feet back together, and a resting count on 8.
When done properly partners will appear to simply be switching positions.
Finally Students will learn the triple turn.
- The Triple turn is a 16 count move where the first 8 counts consist of the right turn,
except the hands arent connected again on count 8. After the right turn is complete
a new 8 count begins.
(lead)
step 1b - the lead takes a step forward with their left
Step 2b - pivots 180 degrees on their right foot while switching hands so they now
hold their partners right hand in their right hand
Step 3b - pivots again 180 degrees while bringing their left foot in so their feet are
back together and switching hands once again so they hold their partners right in
their left.
Partners rest on 4b and the next 4 steps consist of the lead performing the second
half of the right turn.
(follow) The first 4 counts of the second half consist of the basic step except the
follower allows the lead to be able to switch their hand placement from right to left
and then back. The final 4 counts consist of the second half of the right turn.
Safety: Students need to be aware of surroundings so as to not bump into each other
Checks for Understanding: How many counts is the triple turn? Where should each partner
end up after the cross body lead?
Diagram:



Adaptations (for students with special needs): N/A
Refinements (cues): right turn, cross body lead, triple turn
Extensions (upward/downward):
Down dont be afraid to look at your feet if youre having trouble
UP- try not to look at your feet
UP- rock your arms with the music
UP- rock your hips with the music
Applications: See if you can complete all three variations of turns without losing tempo.
Informal/Formal Assessment: What is the only thing different about the triple turn as
opposed to the right turn? How could you as the follower know when the leader wants to do
a triple turn without having them tell you verbally?
Transition (equipment/students): We will now move into our choreographed dance
J. Salsa Routine
Time: 12:31-12:43
Description (What is the activity? Who will demonstrate?):
Students will learn the choreographed dance and perform it.
4 basic steps
Cross body lead, basic step, cross body lead, basic step
4 side to side
UWEC Physical Education Lesson Plan
Basic step, open step, basic step, open step
2 basic step, right run, basic step
2 basic step, triple turn
Basic step


Safety: Students need to be aware of surroundings so as to not bump into each other,
students need to have adequate spacing before the dance starts
Checks for Understanding:
Diagram:




Adaptations (for students with special needs): N/A
Refinements (cues): right turn, cross body lead, triple turn, Basic Step, Side to Side, Open Step
Extensions (upward/downward):
Down dont be afraid to look at your feet if youre having trouble
UP- rock your arms with the music
UP- rock your hips with the music
UP- (lead partner) try to lead your partner without verbally giving directions
Applications: Try to do the whole dance without losing tempo
Informal/Formal Assessment: What were the most difficult moves to remember? Did
anyone have any strategy to make those steps easier?
Transition (equipment/students): Alright everyone can bring it in.

L. Closure: What questions will you ask to review the lesson? Can the students explain why the
lesson was important? If relevant, let them know what they will be doing next time.
Time:12:44-12:45
Description:
Alright everyone, who can tell me where the Salsa originated? Excellent. Who else can tell
me what the names of the steps we learned today were? How about the turns? Great work.
Well we hope everyone enjoyed the lesson and that you come back prepared to learn some
more Latin dances on Friday.